Does Metacognition Matter in Creative Problem-Solving? A Mixed-Methods Analysis of Writing

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F25%3A00580632" target="_blank" >RIV/68081740:_____/25:00580632 - isvavai.cz</a>

Výsledek na webu

<a href="https://onlinelibrary.wiley.com/doi/abs/10.1002/jocb.630" target="_blank" >https://onlinelibrary.wiley.com/doi/abs/10.1002/jocb.630</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1002/jocb.630" target="_blank" >10.1002/jocb.630</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Does Metacognition Matter in Creative Problem-Solving? A Mixed-Methods Analysis of Writing

Popis výsledku v původním jazyce

Creative problem-solving skills are essential for navigating complex, non-routine challenges, enabling individuals to create unique goals, execute innovative procedures and generate original outcomes. While the link between metacognitive skills and the creativity of outcomes was established only recently, further exploration is required to understand their interplay in complex problem-solving. This explanatory sequential mixed-methods study investigated the role of metacognition in solving two ill-defined problem-solving tasks: an experimental Product Improvement Task and an ecologically valid semestral essay. Seventeen undergraduates performed tasks and provided monitoring judgments. Based on the originality of outcomes and accuracy of judgments, three clusters of students were identified: skilled and unaware students underestimating high performance, unskilled and unaware overestimating low performance, and unskilled but aware accurately monitoring low performance. Subsequent in-depth interviews investigated the essay writing process of each cluster. Skilled students effectively utilized metacognitive knowledge, created a unique problem representation, and gathered and synthesized new information to develop essay drafts that were debugged and evaluated. Unskilled and unaware students exhibited deficits in strategy knowledge and had poor metacognitive skills. Unskilled but aware students exhibited low self-efficacy and motivation to perform. These findings emphasize the need for targeted metacognitive and motivational interventions for different clusters of students.

Název v anglickém jazyce

Does Metacognition Matter in Creative Problem-Solving? A Mixed-Methods Analysis of Writing

Popis výsledku anglicky

Creative problem-solving skills are essential for navigating complex, non-routine challenges, enabling individuals to create unique goals, execute innovative procedures and generate original outcomes. While the link between metacognitive skills and the creativity of outcomes was established only recently, further exploration is required to understand their interplay in complex problem-solving. This explanatory sequential mixed-methods study investigated the role of metacognition in solving two ill-defined problem-solving tasks: an experimental Product Improvement Task and an ecologically valid semestral essay. Seventeen undergraduates performed tasks and provided monitoring judgments. Based on the originality of outcomes and accuracy of judgments, three clusters of students were identified: skilled and unaware students underestimating high performance, unskilled and unaware overestimating low performance, and unskilled but aware accurately monitoring low performance. Subsequent in-depth interviews investigated the essay writing process of each cluster. Skilled students effectively utilized metacognitive knowledge, created a unique problem representation, and gathered and synthesized new information to develop essay drafts that were debugged and evaluated. Unskilled and unaware students exhibited deficits in strategy knowledge and had poor metacognitive skills. Unskilled but aware students exhibited low self-efficacy and motivation to perform. These findings emphasize the need for targeted metacognitive and motivational interventions for different clusters of students.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Creative Behavior

ISSN

0022-0175

e-ISSN

2162-6057

Svazek periodika

59

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

18

Strana od-do

e630

Kód UT WoS článku

001142084300001

EID výsledku v databázi Scopus

2-s2.0-85181454205